How the content in Chapter 9 may impact how I write/revise my literacy narrative. Chapter 9 deals with methods of analyzing strategies for writing. This chapter entails the benchmarks on how to properly write Introductions, Body paragraphs and Conclusion. Reading this chapter has made me more knowledgeable about these crucial steps. The brilliant information I have aquired from this reading will be used in my revision for my literacy narrative.
Chapter 11 of Fundamentals of Literacy Instruction and Assessment, FLIA, and Chapter 5 of Pathways to the Common Core, PCC, relate very well to each other. One of the most difficult types of texts to comprehend for many are informational texts, yet they are also very important in a student’s education. Both chapters talk about the importance of comprehending the text and what must happen for students to comprehend what they are reading. While FLIA discusses different comprehension strategies, instructional strategies, and how to specifically approach reading comprehension with students, PCC discusses what comprehending the text will look like and what the students will gain from comprehending the text. They each are important in their own way.
While executing the Literacy Narrative assignment, I employed and enhanced my reading and writing skills by carefully studying the instructor’s guidelines and authoring a readable paper. Upon receiving the instructor’s instructions, I read the same to have an overall idea of the subject. I then reread the guidelines, taking note of critical elements. Ultimately, I was able to fully and accurately understand the instructor’s guidelines, thus enhancing my reading competences. Having
WK 2 Activity 2: To cater sufficiently, first you must identify Successful teaching of literacy relies on classroom diversity first being identified. Therefore it is crucial that teachers are aware of how people develop over a period of time (Whitton, Sinclair, Barker, Nanlohy & Nosworthy, 2004).
There are eight points that are important on chapter 8. Such as, Literacy begins; play, language, and literate behavior: A natural partnership; fostering literate behaviors; Honoring the importance of literate behaviors; languages and literacy learning in the primary grades: The motivation power; Dynamic approaches to promoting literacy through play. The narratives are easy to write.
What Have I Learned Dr. Boyer’s Reading Assessment class has a textbook that is very accessible and easy to read. This is not surprising since it is written by a reading specialist. When Kids Can’t Read, by Kylene Beers, clearly describes many of the obstacles that struggling readers encounter. Beers uses examples from her experience and honestly discusses many of the readers with whom she has worked (Beers, 2003). Through this book the one lesson that I have learned is that to be an effective teacher you must be prepared to plan, evaluate, adjust, evaluate and adjust again.
In the spring of 2015, Katie Dickerson, an 11th grade English teacher, published an article to Penn GSE Perspectives on Urban Education, titled “Reimagining Reading: Creating a Classroom Culture that Embraces Independent Choice Reading”. The article discusses the strategies she used to better engage her students in reading more on their own and in class. Throughout a two-year mark, she collected data during the schoolyear and at the end, gave students a questionnaire of how they felt towards these Today’s schools are seeing more children lacking an interest in reading, which is crucial to their intellectual development. In this article, Katie Dickerson noted that “reading… (leads to) the establishment of future goals…, open-mindedness…, the ability to empathize with others, strong communication skills, and the ability to focus”. Furthermore, she stated that “People…are, by nature, lovers of stories.
Watching my new students struggle on grade levels assessments motivated me to pursue literacy education at a graduate level. My interest in literacy education ultimately derives from my goal to teach highly effective instruction to students while considering their diverse
Reading is an important aspect of a child’s life and it’s crucial to a student’s education and most students and parents neglect to see that reading will make a huge impact during their studies as a student. Rodriguez grew up in a family where reading was never done for fun, rather only when necessary. When he initiated school, he felt that reading was a chore, he also felt lonely and bored
(Cambria and Guthrie’s, 2010) research indicates that in order to motivate students to read we need to take in consideration their interest, dedication and confidence. “An interested student reads because he enjoys it; a dedicated student reads because he believes it is important, and a confident student reads because he can do it. ”(Cambria and Guthrie,
A classroom should be filled with a wide variety of languages, experiences, and culturally diversity. Books are a great way to incorporate and expose children to different cultures, themes, people of different races, religions, abilities, and family structures. Reading books that highlight diversity can assist educators in providing a safe caring environment that builds students’ backgrounds in reading, while focusing and establishing equality for each individual student. According to the author of Creating Literacy Instruction for all Students, diversity that is produced by the differences in students should be respected, valued, and built on. (Gunning 49)
Content Area Reading: Literacy and learning across the curriculum (11th ed.). Boston, MA: Pearson. Vanderventer, N. (1982). Strategies for Reading Comprehension RAFT Papers. Retrieved from July 9, 2015 from http://www.readingquest.org/strat/raft.html.
They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.
Therefore, Mallet, (2010) suggests that teachers should integrate texts as a way of encouraging social interactions and discussion of texts, providing context in preparation for progression in reading comprehension. To support teachers initiating non-fiction text learning, Wray and Lewis (1997) provide the Extending Interactions with Text (EXIT) model consisting of ten stages that demonstrate the development of learning that occurs through the use of text and what children must accomplish in order to be able to write their own non-fiction text. These stages are then categorised into three phases that cover all possibilities when learning to write non-fiction texts. The first phase generates interest and encourages children to recall their prior knowledge through familiarisation with the type of text and ‘immersion in the genre…by reading examples’ Waugh and Jolliffe, (2013 p.265). The second phase involves the analysis of key features and gathering information in preparation for phase three, where children compose their own independent writing within the genre.
My adventure to world of literacy Literacy is the ability to do something and do it well…making extraordinary difference and flourishing lives. Literacy has a much broader meanings than just the ability of a person to read and write. Literacy doesn’t even necessarily require the ability to read and write. To me literacy is the ability of a person not only to read and write, but also being able to understand, perceive the value of the information and put it into use. Ones’s caliber of literacy determines Personal and economic freedoms.
